A Constructivist Approach to Technology Literacy for Preservice Teachers.
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| Title: | A Constructivist Approach to Technology Literacy for Preservice Teachers. |
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| Language: | English |
| Authors: | Cooper, Peter A., Hirtle, Jeannine S. |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 1999 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Computer Mediated Communication, Computer Science Education, Computer Uses in Education, Constructivism (Learning), Course Evaluation, Higher Education, Instructional Design, Instructional Effectiveness, Introductory Courses, Preservice Teacher Education, Preservice Teachers, Qualitative Research, Student Attitudes, Student Surveys, Teaching Methods, Technological Literacy, Undergraduate Study, World Wide Web |
| Geographic Terms: | U.S.; Texas |
| Abstract: | This paper is a report on the findings of a study conducted during an undergraduate computer science class for preservice teacher educators which was restructured using constructivist principles. Qualitative analysis techniques were applied to field notes, transcripts of computer-mediated discourse, project evaluations, an interview with the professor, and student interviews. Quantitative analysis techniques were applied to an attitundinal survey and student self-evaluations of their competency related to problem solving, e-mail, word processing, spreadsheets, presentation software, and the World Wide Web. Findings indicated that students met the technical skills required in an introductory computer science course. (Author/AEF) |
| Notes: | In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. |
| Journal Code: | RIEDEC1999 |
| Entry Date: | 1999 |
| Accession Number: | ED432239 |
| Database: | ERIC |
| Abstract: | This paper is a report on the findings of a study conducted during an undergraduate computer science class for preservice teacher educators which was restructured using constructivist principles. Qualitative analysis techniques were applied to field notes, transcripts of computer-mediated discourse, project evaluations, an interview with the professor, and student interviews. Quantitative analysis techniques were applied to an attitundinal survey and student self-evaluations of their competency related to problem solving, e-mail, word processing, spreadsheets, presentation software, and the World Wide Web. Findings indicated that students met the technical skills required in an introductory computer science course. (Author/AEF) |
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